CEFR / ALTE descriptors, mapped to IELTS and Trinity: Written Production –

CEFR / ALTE descriptors, mapped to IELTS and Trinity: Written Production – COURSEWORK 3 (IFY/IY1)
Level
Task Achievement
a) Knowledge and understanding
b) Use of academic sources
Organisation
a) Coherence
b) Thematic development
Language
a) Range
b) Accuracy
Academic Conventions
a) Register and tone
b) Use of summary, paraphrase and quotation, citation and referencing
9.5 – 10
C2
IELTS 8.5 – 9.0
90 – 100%
a) Demonstrates outstanding understanding of relevant key concepts in response to the title, with clear and effective evaluation of information and arguments. (I2)
b) Substantial number of academically appropriate sources well-understood and used skilfully. (I2)
a) Information and ideas are presented in coherent and cohesive text, making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices. (C)
b) Skilfully manages paragraphing. Communicates complex ideas in an effective way, holding the target reader’s attention and fulfilling all communicative purposes. (C)
a) Uses a wide range of complex structures and vocabulary with full flexibility. (I)
b) Produces only rare, minor grammatical or lexical errors. (I)
a) Academic register and tone consistently and skilfully realised; accurately uses academic structures, vocabulary and phrases throughout. (I2)
b) Skilfully quotes/ paraphrases/ summarises/ key content points from sources, with clear and accurate references and citations throughout. (I2)
8 – 9
C1
IELTS 7.0 – 8.0
70 – 89%
a) Demonstrates excellent understanding of key concepts that are relevant in response to the title with effective evaluation of information and arguments. (I2)
b) Relevant sources used, well understood and applied appropriately, synthesising information and arguments effectively. (I2)
a) Information and ideas are presented in a well-organised, coherent text, showing controlled use of organisational patterns, connectors and cohesive devices. (C)
b) Uses effective paragraphing; expands and supports main points at some length with subsidiary points, reasons and relevant examples. (C)
a) Uses a broad range of complex grammatical structures and vocabulary appropriately and with considerable flexibility. (C)
b) Produces frequent error-free sentences. (I) Occasional minor errors of grammar or lexis. (I2)
a) Academic register and tone consistently realised (T); uses academic structures, vocabulary and phrases throughout.
b) Clearly quotes / paraphrases/ summarises throughout. References and citations are generally clear; only occasional minor formatting errors either in-text or end of text. (I2)
6 – 7
B2.2
IELTS 6.5
60 – 69%
a) Demonstrates very good understanding of key concepts that are relevant in response to the title with clear evaluation of information and arguments. (I2)
b) Mostly relevant and reliable sources used; evidence of ability to synthesise information and arguments. (I2)
a) Information and ideas arranged coherently with clear overall progression, (I) using a variety of cohesive devices and linking words effectively. (C)
b) Uses clear and appropriate paragraphing to highlight significant points and relevant supporting detail. (C)
a) Uses a range of grammatical structures and vocabulary appropriate to the task sufficient to allow some flexibility and precision. (I)
b) Maintains good grammatical control, (C) producing some error-free sentences. Errors in grammar or lexis do not impede understanding. (I2)
a) Academic register and tone generally realised (T); uses academic structures, vocabulary and phrases, but may be occasional inappropriacy.
b) Generally uses paraphrase / summary and /or direct quotation effectively. References and citations included, but there may be minor formatting errors / omissions / inappropriate inclusions. (I2)
4 – 5
B2.1
IELTS 5.5 – 6.0
40 – 59%
a) Demonstrates general to good understanding of the key concepts that are relevant in response to the title with attempt to evaluate information and arguments evident. (I2)
b) A fair range of source material used, although synthesis of information may be faulty. (I2)
a) Information and ideas generally well-organised and coherent, using a number linking words and cohesive devices, although there may be some ‘jumps’. (C)
b) Paragraphing is present, but may not be logical/ effective (I). Presents relevant main points, but lacks some support, includes irrelevant details, or contains multiple points. (T)
a) Uses an adequate range of grammatical structures and vocabulary for the task, though may be some conspicuous repetition. (I2) Attempts to use less common and topic-specific lexis, but with some inaccuracy. (I)
b) Makes some grammatical or lexical errors, but these rarely impede understanding. (I)
a) Academic register and tone sometimes realised (T); attempts to use academic structures, vocabulary and phrases, but may be some inaccuracies or inappropriate language / tone.
b) Paraphrases /summarises relevant content points, though may be some lack of clarity or instances of lifting. Referencing and citation attempted, but with some formatting errors / omissions/ inappropriate inclusions. (I2)
2 – 3
B1.2
IELTS 5.0
30 – 39%
a) Demonstrates little or confused understanding of the concepts relevant in response to the title with little or no analysis of information and arguments attempted. (I2)
b) Limited sources included, sources are of limited reliability, or are not used appropriately. (I2)
a) Information and ideas presented with some organisation but there may be a lack of overall progression. (I) Cohesive devices may be inadequate, inaccurate or over-used. (I)
b) Paragraphing may be inadequate. Main points are unclear, lack support or are under-developed. Paragraphs may contain multiple unrelated points. (I2)
a) Uses a sufficient, but limited range of structures and vocabulary for the task (I) OR the range and accuracy of language used is inconsistent throughout the essay. (I2)
b) Grammatical / lexical errors cause some difficulty, but overall meaning can still be determined. (I2)
a) Limited awareness of appropriate academic register and tone (T) repeated use of inappropriate language.
b) Some attempt to include paraphrase/ summary but largely unsuccessful with a lack of clarity or significant lifting occurring. References may be missing or with significant errors either / both in-text and end of text. (I2)
1
B1.1
IELTS 4.0 – 4.5
10 – 29%
a) Demonstrates very little or no understanding of the main concepts that are relevant to the title with no analysis of information and arguments. (I2)
b) No or very limited sources used.
a) Information and ideas presented are not arranged coherently and there is no clear progression in the response. (I) Uses some basic cohesive devices but they may be inaccurate or repetitive. (I)
b) No evidence of paragraph structure. Presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported. (I)
a) Uses only a very limited range of structures and vocabulary, which may be used repetitively or inappropriately. (I)
b) Some structures are accurate, but errors in grammar / lexis / spelling / punctuation predominate and cause strain for the reader. (I)
a) Very limited or no awareness of appropriate academic register and tone.
b) No attempt to include paraphrase/ summary. References are missing. (I2)
0
A2
IELTS under band 4
a) Not relevant to the title.
b) There is no evidence of academic content. No analysis or evaluation attempted. (I2)
a) Fails to organise information and ideas logically or coherently. (I) Cohesive devices may be limited and inaccurate. Uses only the most important connecting words (for example, “first”, “then”, “after”, “later”). (C)
b) Response is barely related to task with no position or development clear. (I)
a) Relies on basic structures and vocabulary (C), which are inadequate for the task. (I)
b) Errors in grammar / lexis are frequent and distort the meaning of the text. (I)
Lacks in all aspects of academic style and conventions – unacceptable as a piece of academic writing. (I2)
U
No attempt made, or unable to assess criteria due the amount of lifting from the source texts.
Key to level descriptors: C = Common European Framework for Reference I = IELTS public descriptor I2 = ISC T = Trinity ISE II
Marking Guidelines
One criteria of the band met = lower mark, both criteria for the band met = top mark.
Note that the yellow highlighted criteria are caps – essays with language which is inconsistent in terms of accuracy and range, suggestive of lifting or poor paraphrasing are capped at 3 for Language.
To calculate the final mark, total the marks out of 40 and use the conversion table below.
Score Conversion:
Raw score
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
Mark
100%
96%
93%
89%
85%
81%
78%
74%
70%
69%
68%
66%
65%
64%
63%
61%
60%
CEFR
C2
C1
B2.2
Raw Score
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6